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OKLAHOMA 

SCHOOL  FOR  THE  BLIND 

MUSKOGEE,  OKLAHOMA 


JANUARY,  1914 


CHRISTMAS.  1913 


GROUP  OF  1911  PUPILS 


O.  W.  STEWART 

Superintendent  Oklahoma  School  for  the  Blind 
Muskogee,  Oklahoma 


OKLAHOMA  SCHOOL  FOR  THE  BLIND 


5 


FOREWORD. 


In  December,  1912,  just  before  the  convening  of  the 
Fourth  Legislature,  we  sent  forth  a  bulletin  which  contained 
information  of  interest  to  the  public — particularly  to  patrons, 
prospective  patrons,  and  members  of  the  Legislature.  Many 
changes  affecting  the  school  have  been  made  during  the  past 
twelve  months,  and  for  this  reason  we  are  sending  out  this 
volume,  which  will  doubtless  be  of  increased  interest  to  those 
to  whom  our  last  publication  was  sent.  Our  readers  will 
observe  that  our  message  is  pictorial,  and  that  we  have  not 
gone  into  detail  concerning  the  various  phases  of  our  work. 
Those  who  may  wish  to  know  more  about  the  School  for  the 
Blind  are  invited  to  correspond  with  the  Superintendent, 
and  to  all  inquiries  full  and  prompt  answers  will  be  given. 
In  fact,  if  this  publication  does  not  interest  our  readers  to 
the  extent  that  they  will  desire  additional  information,  it 
will  not  have  accomplished  its  mission.  Read  carefully  the 
following  paragraphs ;  study  the  pictures  of  honest  and 
worthy  endeavor;  and  then  give  us  your  hearty  co-operation 
in  the  work  being  done  by,  and  in  behalf  of,  the  blind  of 
this  state. 

0.  W.  STEWART, 

Superintendent. 


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SPAULDING  COLLEGE  BUILDING 

IN  WHICH  THE  SCHOOL  IS  NOW  BEING  CONDUCTED  AND  FROM  WHICH  IT  WILL  REMOVE  TO  ITS  PERMANENT  HOME  NOW  IN  COURSE  OF  CONSTRUCTION. 


OKLAHOMA  SCHOOL  FOR  THE  BLIND 


7 


THE  OKLAHOMA  SCHOOL  FOR  THE  BLIND. 

Early  History. 

In  the  year  1897  Miss  Lnra  A.  Rowland,  a  graduate  of 
the  Arkansas  School  for  the  Blind,  solicited  funds  in  behalf 
of  the  blind  of  the  Indian  Territory  and  undertook  to  es¬ 
tablish  a  school  for  them  at  Fort  Gibson,  Oklahoma,  This 
effort  was  rewarded  by  the  school  as  a  private  institution 
having  a  history  of  approximately  ten  years.  There  were 
in  all  during  this  period  eleven  terms,  varying  in  duration 
from  six  weeks  to  nine  months,  and  the  total  number  en¬ 
rolled  was  fifty  pupils.  During  the  first  four  years  the  in¬ 
stitution  was  supported  solely  by  contributions  from  the 
people  of  the  Indian  Territory  and  sympathizing  states.  In 
1900  the  Choctaw  and  Cherokee  Nations  each  made  appro¬ 
priations  for  the  education  of  blind  Choctaw  and  Cherokee 
children.  Repeated  efforts  were  made  to  have  Congress, 
through  the  administration  of  Indian  Affairs,  to  aid  the 
school,  but  without  success.  In  1907,  for  reasons  variously 
stated,  the  school  was  moved  to  Wagoner,  but  was  shortly 
re-located  at  Fort  Gibson.  The  First  Legislature  of  the 
State  of  Oklahoma  appropriated  $5,000 — Act  approved  May 
29,  1908 — for  the  maintenance  of  the  “Lura  A.  Lowrey  School 
for  the  Blind/’  and  provided  in  the  same  act  that  the  school 
should  be  under  the  control  of  the  State  Board  of  Education. 
As  a  state  institution  the  school  was  supported  by  legislative 
appropriations  in  amounts  varying  from  twenty  to  thirty 
thousand  dollars  per  annum  and  remained  in  temporary 
quarters  at  Fort  Gibson  until  June,  1913,  at  which  time  in 
accordance  with  an  Act  of  the  Fourth  Legislature,  it  was 
moved  to  Muskogee,  Oklahoma. 

Present  Conditions. 

The  Legislature  having  permanently  located  the  school  at 
Muskogee,  Oklahoma,  and  in  the  same  Act  having  appropri- 


8 


OKLAHOMA  SCHOOL  FOR  THE  BLIND 


ated  money  for  the  erection  of  suitable  buildings,  the  State 
Board  of  Education  and  the  State  Board  of  Public  Affairs, 
acting  jointly  upon  the  advice  of  the  school’s  superintendent, 
leased  a  three-story  brick  building,  with  adjacent  grounds,  in 
the  heart  of  Muskogee  to  be  occupied  by  the  school  during 
the  construction  of  its  permanent  home.  This  building  was 
erected  for  a  girls’  college  and  is  very  well  suited  to  the 
needs  of  our  institution.  The  comforts  and  essential  con¬ 
veniences  are  far  in  excess  of  those  enjoyed  at  Port  Gibson. 
Besides,  the  enrollment  this  year  has  been  increased  because 
of  additional  capacity  about  fifty  per  cent  over  that  of  the 
year  previous.  It  is  expected  that  the  buildings  now  in  the 
course  of  construction  will  be  ready  for  occupancy  about 
June  1,  1914,  which  means  that  we  shall  be  in  this,  our  second 
temporary  home,  but  one  year,  as  we  shall  open  school  next 
September  in  houses  new  and  definitely  constructed  to  meet 
the  needs  of  an  institution  of  this  kind. 

Future  Home. 

On  the  17th  of  October,  1913,  the  State  Board  of  Public 
Affairs  awarded  the  contract  for  the  erection  of  four  build¬ 
ings;  namely,  the  Main  or  Administration  Building,  a  Girls’ 
Cottage  or  Dormitory,  the  Power  House,  and  a  building  for 
the  Laundry.  The  tract  upon  which  the  buildings  are  being 
erected  was  given  to  the  state  by  the  city  of  Muskogee  and 
contains  twenty-five  acres  known  as  Anspach  Hill.  An  elec¬ 
tric  car  line  running  tangent  to  our  campus  makes  the  vari¬ 
ous  city  advantages  easily  accessible,  and  the  distance  to  the 
business  centers  is  not  so  great  but  that  our  pupils  can  walk 
to  and  from  the  city.  The  amount  available  for  building 
was  entirely  inadequate,  and  it  was  necessary  to  build  on 
what  may  be  styled  “the  installment  plan.”  In  the  main 
building  it  is  intended  that  the  three  departments  of  work; 
namely,  Literary,  Music  and  Industrial,  shall  be  carried  on. 
It  is  intended  that  cottages  shall  be  erected  in  which  the 
pupils  will  live.  Owing  to  the  fact  that  it  was  found  impos¬ 
sible  to  erect  two  cottages  and  the  main  building  with  ca¬ 
pacity  for  the  conduct  of  our  departmental  study,  we  are 


ADMINISTRATION,  BUILDING,  OKLAHOMA  SCHOOL  FOR  THE  BLIND 

MUSKOGEE,  OKLAHOMA 


MUSKOGEE,  OKLAHOMA 


SCHOOL  ROOM  AND  LIBRARY 


CLASS  IN  TYPEWRITING 


OKLAHOMA  SCHOOL  FOR  THE  BLIND 


9 


erecting  only  one  cottage,  to  be  occupied  by  the  girls,  and 
the  main  building,  in  one  wing  of  which,  until  money  is  pro¬ 
vided  for  other  cottages,  our  boys  will  be  housed.  The  build¬ 
ings  are  of  reinforced  concrete,  fire-proof  in  every  particular; 
and  when  the  system  is  perfected — when  the  anticipated  cot¬ 
tages  and  auditorium  are  given  us  by  the  state — our  plant 
will  be  second  to  none  in  the  United  States  in  beauty,  re¬ 
lationship  and  efficiency. 

Departments  of  Instruction. 

LITERARY  DEPARTMENT. 

Instruction  is  given  in  three  departments.  In  the  Liter¬ 
ary  Department  our  course  embraces  those  subjects  prescribed 
by  the  State  Board  of  Education  for  the  first  eight  grades 
of  the  public  schools  and  for  the  four  years  of  the  High 
School.  In  some  instances  we  use  the  adopted  texts,  but 
generally  speaking,  we  must  be  content  with  paralleling  the 
text-book  adoptions,  since  all  books  in  use  in  this  state  have 
not  been  stereotyped  for  blind  readers.  Frequent  reference 
is  made  to  the  adopted  texts  in  order  that  our  pupils  may 
have  the  view-point  of  the  sighted  pupil.  When  our  school 
is  established  in  our  permanent  home  it  is  our  plan  to  have 
pupils  who  finish  the  work  of  the  eighth  grade  enter  the  Mus¬ 
kogee  High  School  and  use  as  far  as  available  embossed 
copies  of  the  adopted  texts.  A  sighted  reader  will  be  em¬ 
ployed  by  this  school  to  assist  them  when  books  and  other 
facilities  necessary  to  their  work  cannot  be  had.  In  New 
York  City,  Chicago,  and  other  cities  of  the  United  States,  the 
blind  are  taught  with  the  sighted  throughout  all  the  grades, 
and  the  results  thus  far  obtained  have  been  reasonably  satis¬ 
factory.  It  was  my  privilege  in  June,  1912,  to  visit  and  study 
the  work  of  the  blind  in  the  New  York  City  schools.  The 
pupils  are  assigned  to  buildings  in  groups  of  ten  or  more, 
and  for  each  group  the  City  Board  of  Education  has  pro¬ 
vided  a  teacher,  whose  duty  after  having  taught  the  small 
children  or  other  beginners  the  raised  system  of  letters,  is 
largely  that  of  a  referee.  The  pupils  recite,  not  to  this 
special  teacher,  but  to  the  teacher  of  the  grade  in  which  they 


10 


OKLAHOMA  SCHOOL  FOR  THE  BLIND 


have  work.  When  written  work  is  required  it  is  done  by  the 
pupils  with  the  embossing  slate  and  is  carried  to  the  special 
teacher  to  be  copied  in  ink.  The  paper  is  then  given  to  the 
regular  teacher. 

It  will  be  seen  that  this  system  is  practical,  but  that  it 
is  without  provision  for  the  industrial  training  of  the  blind. 
Since  the  first  condition  to  be  met  in  educating  the  blind 
with  the  sighted  is  the  grouping  of  pupils  in  sufficient  num¬ 
bers  to  make  the  system  economically  feasible,  and  since  it 
has  been  found  necessary  to  teach  the  embossed  system  of 
raised  letters  to  the  blind  before  they  can  pursue  systematic 
courses  of  study,  and  since  it  has  been  found  by  all  workers 
for  the  blind  that  industrial  training  is  even  more  than  de¬ 
sirable  for  ninety  per  cent  of  those  who  do  not  see,  I  can 
but  feel  that  a  system  which  mediates  between  the  one,  edu¬ 
cating  the  blind  entirely  in  a  class  to  themselves,  and  the 
other,  educating  them  from  the  first  with  the  sighted,  is 
more  desirable  and  will  come  to  be  accepted  generally.  In 
this  school  we  would  take  a  child  at  the  age  of  six;  teach 
him  to  read  with  his  fingers;  teach  him  the  use  of  the  type¬ 
writer  and  other  appliances;  then  when  he  has  completed 
the  eighth  grade,  being  thoroughly  familiar  with  raised  type, 
the  typewriter,  the  embossed  library  of  the  school,  enroll  him 
in  the  High  School,  with  the  reasonable  expectation  that  he 
will  make  use  of  all  the  information  he  has  received  and 
that  he  will  have  but  little  difficulty  in  doing  the  assigned 
work.  The  roster  of  such  a  pupil  can  be  made  so  as  to  ad¬ 
mit  of  his  doing  special  work  in  any  of  the  departments  of 
this  school.  Elsewhere  will  be  found  our  course  of  study 
for  the  first  eight  grades. 

Music  Department. 

In  the  Music  Department  instruction  is  given  in  Piano, 
Organ,  Voice,  Piano  Tuning,  and  in  kindred  branches.  There 
is  a  prevalent  idea  that  nature  endows  the  blind  with  unu¬ 
sual  talent  for  music.  It  is,  however,  a  well-known  fact  to 
those  who  have  studied  the  question  that  the  blind  follow 
music  as  a  profession  because  of  early  and  thorough  training, 


MEMORIZING  MUSIC 


PIANO  TUNING 


WEAVING 


CHAIR-CANING 


OKLAHOMA  SCHOOL  FOR  THE  BLIND 


11 


and  because  they  are  less  handicapped  in  this  than  in  other 
vocational  pursuits,  rather  than  because  of  special  aptitude. 

Piano — The  study  of  the  piano  is  considered  most  impor¬ 
tant.  In  connection  with  this  banch  a  course  has  been  pre¬ 
scribed  embracing  harmony,  music  form,  history  of  music 
and  counterpoint,  tactile  music  notation — both  Braille  and 
New  York  Point,  and  staff  notation.  It  will  be  observed 
that  our  aim  is  to  qualify  our  pupils  to  teach  the  sighted  as 
well  as  those  who  do  not  see,  and  to  this  end  we  shall  pro¬ 
vide  classes  among  the  sighted  to  be  taught  by  our  advanced 
pupils  under  the  supervision  of  our  Director  of  Music.  You 
can  see  the  expediency  of  this  provision,  for  if  our  pupils 
are  to  teach  the  sighted  they  should  have  experience  in  teach¬ 
ing  before  leaving  the  institution. 

Piano  Tuning — Piano  tuning  has  been  found  one  of  the 
most  satisfactory  vocations  for  the  blind.  A  glance  at  the 
number  of  graduates  of  schools  for  the  blind  who  hold  re¬ 
sponsible  positions  in  such  schools,  in  piano  factories  and 
music  houses,  and  who  are  successful  as  independent  tuners, 
will  show  conclusively  that  piano  tuning  lends  itself  happily 
to  the  sightless.  The  course  in  tuning  naturally  divides  it¬ 
self  into  training  along  two  distinct  lines;  namely,  the  i Lin¬ 
ing,  and  the  repairing  of  the  instrument.  In  tuning  we  use 
the  “New  England  Conservatory”  system  of  “ equal  tempera¬ 
ment,”  believing  it  to  be  an  easily  understood  and  accurate 
method.  Our  tuning  pupils  are  given  a  course  in  harmony 
especially  adapted  to  their  needs.  Too  litle  attention  has 
been  given  by  some  of  our  schools  to  piano  repairing,  with 
the  result  that  in  some  cases  where  the  tuner  was  in  all  other 
respects  well  prepared,  he  has  failed  because  of  a  deficient 
knowledge  of  this  phase  of  his  work.  To  make  sure  the  larg¬ 
est  efficiency  and  success  of  our  tuning  pupils,  they  should 
have  the  opportunity  to  do  considerable  tuning  before  finally 
leaving  the  school.  Several  of  our  advanced  pupils  have 
solicited  work  in  this  city  and,  under  the  supervision  of  our 
tuning  instructor,  have  given  satisfaction  to  the  public.  With¬ 
in  a  short  time  we  expect  to  contract  with  the  city  board  of 


12 


OKLAHOMA  SCHOOL  FOR  THE  BLIND 


of  education,  with  piano  houses,  and  with  other  organizations 
and  institutions,  to  tune  and  otherwise  care  for  pianos.  This 
opportunity  will  not  only  be  of  large  value  to  our  pupils  as 
experience  in  working  for  the  public,  but  will  be  financially 
profitable. 

Voice — At  present  our  vocal  work  is  confined  to  congre¬ 
gate  singing.  We  have  two  chorus  classes,  including  practi¬ 
cally  every  pupil  in  the  school.  We  find  the  chorus  to  be 
very  beneficial  in  many  ways.  Our  chorus-singing  secures 
for  us  two  very  desirable  ends.  First,  the  pupils  find  much 
pleasure  in  the  daily  drills,  and  the  monthly  recitals  held  in 
the  school  inspire  all  departments  for  further  and  better 
work.  Secondly,  we  are  able  to  present  in  concrete  form 
through  our  chorus  our  ideals  and  the  high  grade  work  here 
being  undertaken  and  accomplished.  Elsewhere  in  this  pub¬ 
lication  will  be  found  programmes  of  two  recitals  given  for 
the  public.  They  are  exhibited  for  the  purpose  of  giving  you 
an  idea  of  the  class  of  work  being  done  by  our  choruses. 

THE  INDUSTRIAL  DEPARTMENT. 

In  the  Industrial  Department  are  taught  weaving,  chair- 
caning,  sewing  and  typewriting.  The  limitations  and  embar¬ 
rassments  incident  to  temporary  quarters  and  to  inadequate 
facilities  have  seriously  handicapped  the  work  of  this  depart¬ 
ment.  Provisions  have  been  made  in  the  buildings  in  the 
course  of  construction  for  industrial  work,  and  we  expect  to 
add  to  our  trades  broom  and  mattress  making.  These  trades 
are  well  adapted  to  the  sightless  and  are  taught  in  most  in¬ 
stitutions  of  this  kind. 

Legislation. 

THE  PREVENTION  OF  BLINDNESS. 

The  Legislature  should  pass  a  law  having  as  its  aim  the 
prevention  of  blindness.  Such  a  law  is  upon  the  statute 
books  of  more  than  half  the  states  of  the  Union.  A  law  of 
this  kind  should  vitally  concern  physicians,  midwives,  nurses, 
and  others  related  to  new-born  children.  Ophthalmia  Neona¬ 
torum  is  indisputably  a  preventable  or  curable  disease,  and 
from  this  disease  much  of  our  blindness  has  resulted.  Sixty 


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'irf-'  • 


PREVENTABLE  BLINDNESS 


OKLAHOMA  SCHOOL  FOR  THE  BLIND 


13 


per  cent  of  those  in  attendance  at  this  school  are  totally 
blind,  and  twenty  per  cent  are  almost  without  vision,  and  it 
is  safe  to  say  that  of  the  eighty  per  cent,  sixty  per  cent  was 
preventable.  The  per  capita  cost  of  educating  the  blind  is 
in  all  schools  from  two  hundred  fifty  to  five  hundred  dollars 
per  annum,  and  when  you  add  to  this  amount  the  expense  of 
supporting  the  untrained  blind  and  those  unsuccessful  after 
having  been  trained,  the  cost  to  the  state  most  assuredly  war¬ 
rants  drastic  measures  with  a  view  to  the  prevention  of  blind¬ 
ness.  The  Commissioner  of  Health  and  the  Commissioner  of 
Charities,  with  the  co-operation  of  County  Superintendents  of 
Health,  should  be  able  to  carry  out  this  measure. 

COMPULSORY  SCHOOL  ATTENDANCE. 

A  law  should  be  passed  which  would  require  parents  or 
guardians  of  blind  children  to  send  such  children  to  the 
School  for  the  Blind  or  to  provide  otherwise  for  their  educa¬ 
tion.  The  term — the  blind — should  be  made  to  include  those 
partially  sighted  but  without  vision  sufficient  to  admit  of 
their  attending  the  public  schools.  This  is  not  only  a  just 
paralleling  of  our  general  compulsory  attendance  law,  but 
it  is  a  precaution  against  that  expense  which  will  grow  out 
of  the  untrained  minds  and  hands  of  the  blind,  since  the 
state  will  ultimately  be  forced  to  support  this  class.  It  is 
also  true  that  parents  of  blind  children  are  sentimental  to  a 
degree  that  is  positively  criminal,  and  under  a  false  concep¬ 
tion  of  kindness,  deprive  them  of  an  education  by  keeping 
them  from  school.  In  a  number  of  states  field  officers  are 
employed,  whose  duty  it  is  to  visit  the  homes  of  the  blind 
with  a  view  to  interesting  parents  in  the  education  of  their 
children  in  the  special  schools.  The  field  officer  also  advises 
the  adult  blind  and  often  assists  them  to  procure  remunera¬ 
tive  employment.  Through  these  field  officers  the  schools 
locate  those  of  school  age,  and  the  workshops  for  the  adult 
blind  not  infrequently  reach  those  persons  of  advanced  years 
who,  without  assistance,  would  remain  helpless  and  idle  in¬ 
definitely.  While  I  do  not  have  space  or  opportunity  to  pre¬ 
sent  the  details  of  a  system  which  would  bring  the  organized 


14 


OKLAHOMA  SCHOOL  FOR  THE  BLIND 


means  for  helping  the  blind  within  their  knowledge  and 
reach,  I  think  the  suggestion  here  given  will  impress  you  that 
our  steps  are  in  the  right  direction.  The  provisions  of  this 
paragraph  can  be  executed  through  the  State  Superintendent 
of  Public  Instruction,  County  Superintendents,  and  the  Super¬ 
intendent  of  the  School  for  the  Blind. 

THE  ADULT  BLIND. 

It  may  be  a  revelation  to  many  to  be  told  that  at  least 
seventy-five  per  cent  of  the  blind  lose  their  sight  above  the 
age  of  twenty-one  years.  The  time  was  when  educators  and 
other  workers  for  the  blind  did  not  consider  age  when  gath¬ 
ering  this  class  in  special  schools  and  institutions.  A  close 
study  of  the  advantages  of  separating  the  adult  from  the 
juvenile  blind,  and  the  unpleasant  experiences  which  have  at¬ 
tended  the  mingling  of  the  two  classes,  have  convinced  com¬ 
petent  authorities  that  it  is  highly  desirable,  if  not  impera¬ 
tive,  to  separate  the  adult  and  the  juvenile  blind  in  the  pro¬ 
vision  for  their  education  and  training.  Without  arguing 
the  question  of  such  a  separartion,  I  shall  proceed  to  a  con¬ 
sideration  of  those  who  lose  their  sight  above  the  age  of 
twenty-one  years.  Obviously  for  the  adult  blind  training  in 
those  industries  which  lend  themselves  happily  to  the  sight¬ 
less  is  practically  all  that  can  be  done  for  them.  They  may 
be  taught  to  read,  thereby  bringing  within  their  reach  a 
large  number  of  good  books,  and  instruction  in  the  use  of 
the  typewriter  and  other  mechanical  devices  which  will  be  to 
their  advantage  may  be  given.  In  the  light  of  experiences 
throughout  this  country,  and  after  a  personal  inspection  and 
study  of  plans,  I  believe  that  the  most  feasible  and  desirable 
plan  is  to  establish  a  workshop  for  the  adult  blind  under  the 
management  of,  but  entirely  separate  from,  the  special  school, 
in  which  well  adapted  trades  may  be  taught.  The  state 
should  appropriate  money  for  the  deficit  attending  non-pro¬ 
ductive  labor,  since  each  laborer  would  not  be  able  to  do 
work  of  value  for  the  first  few  months.  It  is  hardly  neces¬ 
sary  to  call  attention  to  the  fact  that  a  workshop  for  the 
blind  must  be  located  in  a  city  so  as  to  have  materials — 
without  which  it  could  not  exist. 


PHYSICAL  CULTURE 


PHYSICAL  CULTURE 


OPEN  AIR  EXERCISES 


PYRAMID  Buli-DING 


VOLLEY  BALL  BY  PARTIALLY  SIGHTED 


OKLAHOMA  SCHOOL  FOR  THE  BLIND 


15 


Space  will  not  admit  of  a  thorough  discussion  of  this 
very  important  subject,  but  it  is  hoped  that  the  facts  herein 
given  and  the  suggestions  made  will  be  sufficient  to  interest 
those  who  can  give  assistance.  Almost  every  week  letters 
are  received  from  men  and  women  who  have  lost  their  sight 
at  an  advanced  age  asking  for  admission  to  this  school.  The 
helplessness  of  the  man  or  woman  who  loses  sight  at  an  ad¬ 
vanced  age  is  pathetic  indeed.  His  hitherto  acquired  powers 
are  largely  no  longer  of  use  to  him.  In  following  his  profes¬ 
sion  or  vocation  he  has  wrought  in  himself  a  joy  in  work, 
and  with  the  loss  of  sight  he  is  made  miserable,  because  he 
suffers  that  incomparable  pain — unwilling  idleness. 

APPROPRIATIONS. 

By  all  means  the  next  Legislature  should  make  an  ap¬ 
propriation  for  the  completion  of  our  main  building  and  for 
three  additional  cottages  to  be  used  as  dormitories.  Money 
should  be  provided  for  the  modern  equipment  of  all  buildings. 
The  number  of  pupils  now  enrolled  taxes  the  capacity  of  our 
temporary  quarters,  and  the  capacity  of  our  new  buildings 
will  not  be  greater  than  that  of  the  building  in  which  the 
school  is  now  conducted,  and  until  additional  buildings  are 
provided  fully  as  many  boys  and  girls  will  be  denied  an  edu¬ 
cation  as  are  now  being  trained  in  this  institution.  The  im¬ 
portance  of  making  adequate  provision  for  this  school  was 
presented  and  urged  during  the  session  of  the  Fourth  Legis¬ 
lature,  but  owing  to  the  fact  that  the  question  of  the  removal 
and  permanent  location  of  the  school  was  so  difficult  of  solu¬ 
tion,  the  needs  of  the  school  when  permanently  located  failed 
to  receive  thoughtful  consideration.  As  has  already  been 
stated,  the  money  appropriated  by  the  last  Legislature  is 
being  used  in  anticipation  of  later  appropriations,  and  there 
can  be  but  little  doubt  that  the  law-makers  will  appropriate 
the  needed  funds  when  they  meet  again. 

General  Information. 

ELIGIBILITY  OF  PUPILS. 

All  persons  residing  in  the  state,  between  the  ages  of  six 
and  twenty-one  years,  whose  vision  is  so  defective  as  to  pre- 


16 


OKLAHOMA  SCHOOL  FOR  THE  BLIND 


vent  their  attending  schools  for  the  sighted,  and  who  are  of 
such  physical,  mental,  and  moral  character  as  to  enable  them 
to  pursue  any  one  or  all  of  the  courses  of  study  taught  in 
this  school,  are  eligible. 

It  will  be  seen  that  this  is  a  school ,  and  not  a  hospital 
or  an  asylum.  Mental  defectives  and  those  who  are  unable 
to  care  for  their  persons,  and  who  cannot  be  taught  to  do  so, 
as  well  as  those  who  would  hope  to  find  in  this  institution  a 
home  or  place  of  retirement,  are  not,  and  should  not  be,  ad¬ 
mitted  to  this  institution.  To  receive  incapable  persons  is  ro 
reflect  upon  the  character  of  an  institution  as  an  educational 
department,  and  invariably  embarrasses  and  discourages  both 
the  pupils  and  the  management  of  the  school. 

INCIDENT  EXPENSE. 

The  expense  incident  to  a  pupil’s  attending  this  school  is 
that  of  transportation  and  clothing.  Instruction  in  all  de¬ 
partments,  medical  and  ocular  attention,  board,  and  laundry 
are  provided  without  charge  by  the  state. 

SPECIAL  REGULATIONS. 

For  reasons  numerous  and  valid,  the  girls  wear  a  uni¬ 
form  dress,  which  is  made  for  them  at  actual  cost  in  the 
school.  Any  parent  who  thinks  of  sending  a  girl  to  this 
school  should  write  for  particulars  regarding  clothing  before 
procuring  a  supply  or  sending  her. 

Generally  speaking,  the  school  opens  each  year  the  second 
Wedensday  in  September.  Pupils  are  required  to  be  present 
for  the  opening  exercises  and  to  remain  until  the  close  of  the 
term  in  June.  If  a  vacation  for  Christmas  is  given,  timely 
notice  will  be  sent  the  parent,  with  advice  whether  or  not 
they  may  send  or  come  for  their  children.  When  this  per¬ 
mission  is  given,  parents  must  agree  to  have  the  children  at 
the  school  when  work  is  resumed  after  the  holidays. 

Not  infrequently  have  we  been  asked  to  take  a  child  for 
the  twelve  months  of  a  year.  I  wish  to  emphasize  the  fact 
that  this  is  a  school,  and  as  such,  the  usual  summer  vacation 
is  observed.  Parents  must  be  prepared  to  send  or  come  for 
their  children  upon  notice  that  the  term  will  end.  During 


OKLAHOMA  SCHOOL  FOR  THE  BLIND 


17 


the  summer  vacation,  if  treatment  of  a  child’s  eyes  has  been 
prescribed  and  other  regulations  for  its  physical  well  being 
have  been  advised,  it  is  the  moral  duty  of  the  parents  to 
carry  out  our  instructions.  Often  the  benefits  of  nine  months’ 
residence  here  are  entirely  counteracted  by  neglect  and  in¬ 
discretion  during  the  three  months  the  child  is  at  home. 

An  invitation,  as  well  as  the  privilege,  to  visit  the  pupils 
is  extended  parents,  but  all  are  requested  not  to  come  either 
at  the  opening  or  the  closing  of  the  term.  This  advice  is 
reasonable,  for  the  management  cannot  entertain  and  show 
courtesies  when  every  official  of  the  school  is  busy  with  as¬ 
signing  pupils  to  grades  and  otherwise  adjusting  them  to  the 
school  life.  Parents  visiting  the  school  at  other  times  will  be 
entertained  twenty -four  hours  provided  there  is  a  vacant  room 
in  the  building. 

DISCIPLINE. 

It  may  be  said  that  in  the  matter  of  discipline,  kindness 
is  the  watchword  among  the  authorities  of  this  school.  How¬ 
ever,  it  should  be  understood  that  strict  obedience  to  our 
rules  and  regulations  is  required  and  offenses  are  punished 
according  to  their  magnitude. 

A  child  may  be  suspended  for  violating  an  important 
regulation,  and  if  he  proves  to  be  incorrigible  he  will  be  ex¬ 
pelled.  It  is  judged  more  proper  to  deprive  one  child  of  an 
education  than  to  keep  an  immoral  person  in  the  school  to 
the  detriment  of  the  entire  student  body. 

The  use  of  alcoholic  liquors,  tobacco  and  profane  lan¬ 
guage  is  strictly  forbidden,  and  each  is  considered  a  grave 
offense. 

Written  or  oral  communication  between  the  sexes  is  for¬ 
bidden. 

Every  pupil  of  the  school,  unless  excused  upon  the  ad¬ 
vice  of  the  attending  physician,  is  required  to  take  systematic 
physical  exercise. 

INQUIRIES. 

All  inquiries  regarding  this  school  should  be  addressed 
to  the  Superintendent.  A  catalogue  and  application  blanks 
will  be  sent  upon  request  to  any  one  wishing  to  place  a 
child  in  the  school.  No  person  will  be  admitted  until  an 
application  in  writing  has  been  made  and  the  same  approved 
by  the  Superintendent. 


18 


OKLAHOMA  SCHOOL  FOR  THE  BLIND 


COURSE  OF  STUDY. 


Literary  Department. 

FIRST  GRADE 

Monroe’s  Primer,  Cyr’s  First  Reader. 

Spelling- — Quincy  Word  List,  Part  I. 

Language — Reed’s  Introductory,  Part  I. 

Numbers — Combinations  to  20. 

SECOND  GRADE 

Cyr’s  Second  Reader. 

Spelling — Quincy  Word  List,  Part  II. 

Language — Reed’s  Introductory,  Part  I. 

Numbers — Combinations  to  1000. 

THIRD  GRADE 

Cyr’s  Third  Reader,  Word  Signs  and  Contractions. 

Spelling — Quincy  Word  List,  Part  III. 

Language — Reed’s  Introductory,  Part  II. 

Arithmetic — Smith’s  Primary,  Chap.  III. 

FOURTH  GRADE 

Reading — Cyr’s  Fourth  Reader. 

Spelling — Quincy  Word  List,  Part  IV. 

Language — Blaisdell’s  Steps  in  English,  Bk.  I.  Vol.  I. 
Arithmetic — Smith’s  Primary,  Chap.  IV. 

Geography — Frye’s  Primary,  First  Half. 

FIFTH  GRADE 

Reading — King’s  Geography  Reader. 

Spelling — Quincy  Word  List,  Part  V. 

Grammar — Blaisdell’s  Steps  in  English,  Bk.  I.  Vol.  II. 
Arithmetic — Wentworth’s,  To  Common  Fractions. 

Geography — Frye’s  Primary,  Completed. 

Physiology — Lincoln’s  Physiology. 

SIXTH  GRADE 

Reading — Selected  Classics. 

Spelling — Quincy  Word  List,  Part  VI. 

Grammar — Maxwell’s  Advanced,  to  Page  154. 

Arithmetic — Wentworth,  Common  Fractions  to  Percentage. 
Geography — Frye’s  Complete,  First  Half. 

History — Montgomery’s,  to  Washington’s  Administration. 

SEVENTH  GRADE 

Reading — Selected  Classics. 

Spelling — Quincy  Word  List. 

Grammar— Maxwell’s,  Pages  154  to  222. 

Arithmetic — Wentworth’s,  Percentage  to  Powers  &  Roots. 
Geography — Frye’s  Complete,  Completed. 

History — Montgomery’s,  to  Reconstruction. 

EIGHTH  GRADE 

Reading — Selected  Classics. 

Spelling — Quincy  Word  List. 

Grammar — Maxwell’s  Advanced,  Completed. 

Arithmetic — W entworth’s,  Completed. 

History — Montgomery’s,  Completed. 

Physiology — Martin’s  Human  Body. 

Music  and  Braille  Writing  in  All  Grades. 


OKLAHOMA  SCHOOL  FOR  THE  BLIND 


19 


A  CHORAL  EVENING. 

Programme. 

PART  I. 

1.  Men  of  Harlech  (Welsh  Battle  Hymn). 

2.  Choral  Epilogue,  from  “The  Golden  Legend” . Sullivan 

3.  Piano,  Douce  Esperace . Dorn 

Albert  Enninga. 

4.  With  Sheathed  Swords . Costa 

5.  Gypsy  Round  . Becker 

6.  Country  Dance,  from  “Robin  Hood” . DeKoven 

7.  Piano,  Narcissus  . . . Nevin 

Pleasant  Stephens. 

8.  Anthem,  Ye  Shall  Dwell  in  the  Land . Stainer 

9.  My  Love  Dwelt  in  a  Northern  Land . Elgar 

10.  Piano,  Golden  Wedding . Gabriel-Marie 

Lem  Childers. 

11.  The  Lost  Chord . Sullivan 


Intermission. 


PART  II. 

1.  But  the  Lord  is  Mindful  of  His  Own . Mendelssohn 

2.  The  Miller’s  Wooing . Faning 

3.  Piano,  Air  de  Ballet . Chaminade 

Lem  Childers. 

4.  Come,  Dorothy,  Come,  (Swabian  Folk  Song) 

5.  Serenade  . Schubert-Vogrich 

6.  Piano,  Four-Hands,  Marche  du  Diable . Suppe 

Primo,  Lem  Childers;  Secundo,  Albert  Enninga 

7.  Cantata,  The  Village  Blacksmith . Noyes 

Words  by  Henry  W.  Longfellow. 


OKLAHOMA  SCHOOL  FOR  THE  BLIND 


20 

A  CHORAL  EVENING. 

Programme. 

PART  I. 

1.  Soldiers’  Chorus,  from  “Faust” . Gounod 

2.  (a)  Fair  Morning  Is  on  the  Harbor . Vogrich 

(b)  The  Iron  Founders...., . Pearson 

3.  Piano,  Song  of  Springtime . Hollaender 

Albert  Enninga. 

4.  (a)  Song  of  the  Vikings . Faning 

(b)  Serenade  . Schubert 

5.  Piano,  Good  Night  . Nevin 

Tena  Enninga. 

6.  Spring  Waltz . Milde 


Intermission. 


PART  II. 

7.  (a)  Hymn  of  Thanks . Kremser 

(b)  Tinker’s  Song,  from  “Robin  Hood” . DeKoven 

8.  Piano,  Bagatelle  . Scharwenka 

Lem  Childers. 

9.  (a)  Hunting  Song  . Mendelssohn 

(b)  Sextette,  from  “Lucia  di  Lammermoor” . Donizetti 

10.  Piano,  The  Harmonious  Blacksmith . Haendel 

Pies  Stephens. 

11.  The  Hallelujah  Chorus,  from  “The  Messiah” . Haendel 


OKLAHOMA  SCHOOL  FOR  THE  BLIND 


21 


OFFICIARY. 


0.  W.  STEWART — Superintendent. 

JAMES  L.  WALLER — Principal  Literary  Department. 
FRANK  B.  PARSONS— Teacher. 

YENIA  REECE— Teacher. 

ALDA  LEMONS— Teacher. 

MAUDE  HICKS— Teacher. 

GORDON  HICKS— Director  of  Music. 

GRACE  M.  FAGAN — Assistant  Music  Teacher. 

A.  W.  KNUD  SON— Industrial  Teacher. 

LUCY  GRIFFIN — Bookkeeper  and  Correspondent. 
DONA  JOHNSON— Matron. 

NANCY  E.  BODENHEIMER — Supervisor  of  Girls. 
DORA  REYIS — Supervisor  of  Small  Boys. 

M.  K.  THOMPSON— Oculist. 

SESSLER  HOSS— Physician. 


22 


OKLAHOMA  SCHOOL  FOR  THE  BLIND 


ROLL  OF  PUPILS. 


Brogdon,  William 
Caldwell,  Howell 
Carver,  Ernest 
Childers,  Claude 
Childers,  Lem 
Christie,  Andrew 
Corbin,  Robert 
Crawford,  James 
Cupp,  Freddie 
Davis,  Frank 
Duncan,  Walter 
Enninga,  Albert 
Fleming,  Earl 
Ford,  William 
Gambill,  Homer 
Garrett,  Harrison 
Guthrie,  Orbie 
Hammonds,  Tommie 
Harris,  Othello 
Kuykendall,  Wadie 
Lievsay,  Oscar 
Lievsay,  Charlie 
Lievsay,  Emmett 
Logan,  John 
Malone,  Morris 
McGuire,  Hugh 


Anderson,  Eunice 
Armstrong,  Alice 
Beck,  Rilla 
Boaz,  Lucy 
Brady,  Genie 
Cowger,  Oma 
Cummings,  Goldie 
Curtis,  Lillian 
Enninga,  Tena 
Flanigan,  Ida  May 
Gaddy,  Bessie 
Golding,  Mary 
Goldsmith,  Bertha 
Hayes,  Bonnie 
Hobbs,  Aileen 
Hoover,  Fay 
Howard,  Dora 


Boys, 

McLain,  Ivey 
Minner,  Ben 
Olive,  William  J. 
Ozbun,  Gerald 
Patterson,  Tom 
Fendegrass,  Clayton 
Porter,  Raymond  L. 
Qualls,  Robert 
Racy,  Clyde 
Rankin,  Max 
Rippee,  Raymond 
Smith,  Lawrence 
Smith,  Tommie 
Snodgrass,  William 
Stephens,  Pleasant 
Stout,  Ray 
Stutsman,  Willie 
Swindler,  Reid 
Taylor,  Wesley 
Tipton,  Alvertis 
Utzman,  Clarence 
Venard,  Harvey 
Vineyard,  Robert 
Webber,  Edgar 
Yoder,  Earl 


Girls. 

Howard,  Addie 
Howard,  Cora 
Keefer,  Elizabeth 
Keefer,  Anna  May 
Keefer,  Rosa 
Keefer,  Minnie 
Kingston,  Mabel 
Knight,  Grace 
Loman,  Zelphia 
Malone,  Hazel 
Murray,  Bessie 
Owen,  Gretta 
Reedy,  Elsie 
Sam,  Nancy 
Spaulding,  Etta 
Ticer,  Elsie  May 


OKLAHOMA  SCHOOL  FOR  THE  BLIND 


23 


AMERICAN  BRAILLE. 


To  write  on  a  Braille  tablet  begin  at  the  right ;  to  read,  reverse  the  sheet 
and  begin  at  the  left.  In  either  case  the  sis  points  (::)  of  tvhich  the 
characters  are  formed,  are  numbered  from  the  top,  i,  2,  3,  for  the  first 
vertical  row,  and  4,  5,  6,  for  the  second. 


ALPHABET. 


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NUMERALS. 

When  alone  or  in  combination  the  following  letters,  if  prefixed  by 
the  numeral  sign^  become  numbers. 

1234567890 


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THIS  DRAWING  SHOWS  THE  RELATION  OF  BUILDINGS  AND  THE  TREATMENT  OF  SCHOOL  GROUNDS. 


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